STUDENTS’ ATTITUDES TOWARDS USING ENGLISH AS LANGUAGE OF INSTRUCTION IN BOTSWANA SCHOOLS: EVIDENCE FROM A SCHOOL IN KWENENG DISTRICT, BOTSWANA

Abstract

Literature indicates that plurilinguism is ubiquitous in African countries and influences academic performance hence more research exploring this phenomena was imperative. This study used concurrent nested research design to explore the phenomenon of plurilinguism. The study involved systematic random sampling of 120 Form five students to examine students’ attitudes towards the Botswana Language in Education policy. Questionnaire and focus group were used for data collection. Percentage analysis indicated most participants had a positive attitude towards the Botswana language of instruction policy; t-test analysis indicated no significant difference in the attitude scores of Triple Science participants (M=3.617, SD=. 315) and Double Science participants (M=3.55, SD=.3 82); t (105) =0.957, p=0.213. Themes obtained via content analysis of qualitative data affirmed participants had positive attitude. Monitoring of teachers’ adherence to policy expectations and extensive research on code switching were recommended.